West Virginia Department of Education
7th Grade Mathematics Student Learning Goal Template
|Specific Context |7th Grade mathematics classroom with co-teacher. |
|Content |7th grade mathematics |
| |Students worked to investigate the associative and commutative properties. Students created simple mathematical |
|Baseline Data: |problems to test these properties in order to discover for which mathematical operations these properties will |
| |work. They worked to create and solve two-step, multi-step equations and inequalities and graphed their solutions|
| |on a number line. Their work was assessed with a percentage grade. On a 10 point rubric, three students scored |
| |a 6, fifteen students scored a 5 and seven students scored a 4. |
| |7th grade students will use properties of operations to generate equivalent expressions. |
|Goal: |M.7.EE.1 |
| |apply properties of operations as strategies to add, subtract, factor and expand linear expressions with rational|
| |coefficients. |
| |M.7.EE.2 |
| |understand that rewriting an expression in different forms in a problem context can shed light on the problem and|
| |how the quantities in it are related. |
| |M.7.EE.3 |
| |solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any |
| |form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to |
| |calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of |
| |answers using mental computation and estimation strategies. |
| |M.7.EE.4 |
| |use variables to represent quantities in a real-world or mathematical problem and construct simple equations and |
| |inequalities to solve problems by reasoning about the quantities. |
| |Seventh grade students will: |
| |Make sense of problems and persevere in solving them. |
| |Reason abstractly and quantitatively. |
| |Construct viable arguments and critique the reasoning of others. |
| |Model with mathematics. |
| |Use appropriate tools strategically. |
| |Attend to precision. |
| |Look for and make use of structure. |
| |Look for and express regularity in repeated reasoning. |
| |Students will be collaboratively and cooperatively working to explore and investigate expressions, equations, and|
|Strategies for Attaining |inequalities. Through engaging activities, students will gain knowledge about properties of real numbers. They |
|Goal: |create and solve two-step and multi-step equations. They solve inequalities and graph their solutions on a number|
| |line. |
| | |
|Collaboration: |Mathematics teachers will collaborate with other math and science teachers to create and/or adapt rich tasks that|
| |require generating equivalent expressions that would benefit both classrooms. |
| | |
| | |
|Measures: |All students with 70% accuracy will independently create a presentation convincing their class which is the best |
| |amusement park by writing and solving equations and inequalities to find prices for a specified number of |
| |students and adults to attend each park. |
| | |
| |Evidence of Student Engagement in the Standards for Mathematical Practices |
| |Proficient students clarify the meaning of real world problems and identify entry points to their solution. They |
| |choose appropriate tools and make sense of quantities and relationships in problem situations. Students use |
| |assumptions and previously-established results to construct arguments and explore them. They justify conclusions,|
| |communicate using clear definitions, and respond to arguments, deciding if the arguments make sense. They ask |
| |clarifying questions. Students reflect on solutions to decide if outcomes make sense. They discern a pattern or |
| |structure and notice if calculations are repeated, while looking for both general methods and shortcuts. As they |
| |monitor and evaluate their progress, they will change course if necessary. |
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